Student Psychosocial Well-Being As an Indicator of Inclusive Educational Process Management

The article addresses the issue of considering the psychosocial well-being of students with disabilities as an indicator of the success of management inclusive strategies at universities. This approach does not leave out of the university’s attention zone the condition of students with disabilities, provides diagnostics and control over this condition. Thus, psychosocial well-being can become a management control tool and a comprehensive indicator around which all diagnostic methods used by escort services can be focused. However, control over the psychosocial well-being of students with disabilities is possible only when monitoring is carried out. At the same time, the question is discussed whether the diagnosis of the entire inclusive group is needed or only students with disabilities. Conclusions are made on the basis of an analysis of existing methods and a sociological study conducted in inclusive groups of 10 universities of the Siberian Federal District. In addition, the opinions of 10 experts accompanying students with disabilities in universities are presented and analyzed on the possibility of including diagnostics and control over the psychosocial well-being of special students in the university’s management inclusive strategy. It is proved that turning to the psychosocial well-being of a student with a disability will allow you to get away from formal actions and take into account the subjective factor in management strategies.